The document discusses a study that assessed second language learning outcomes in Hebrew among children using a multi-dimensional approach. It evaluated students' language knowledge in areas like grammar, academic abilities, and use of learning aids through various procedures including tests, portfolios, teacher observations, and self-assessments. The results were mostly reported individually through profiles to identify strengths and weaknesses and inform recommendations for teaching strategies.

1. Who Wants To Win a
prize?
Shohamy, E. (1998) Evaluation
of Learning Outcomes in 2nd
Language Acquisition: A
miltiplism perpective. In: H.
Byrnes (Ed) Learning Foreign
and 2nd languages (pp 238-
261). N.Y: The Modern
Language Association of
America.

2. Question 1

3. The second language to assess in
the example provided by Elana
Shohamy was:
A French
B English
C Hebrew
D Mandarin

4. The second language to assess in
the example provided by Elana
Shohamy was:
A French
B English
C Hebrew
D Mandarin

5. 1

6. Question 2

7. The population to assess in
Shohamy´s example is:
A Children
B Young adults
C Adults
D Teachers

8. The population to assess in
Shohamy´s example is:
A Children
B Young adults
C Adults
D Teachers

9. 2

10. Question 3

11. One of the purposes for assess
these children is to identify
problematic areas so:
A Children can be placed in the correct level.
B Curriculum can be modified.
C Pedagogical treatments to help can be designed.
D Teachers could make adjustments to their
methodology.

12. One of the purposes for
assess these children is to
identify problematic areas so:
A Children can be placed in the correct level.
B Curriculum can be modified.
C Pedagogical treatments to help can be designed.
D Teachers could make adjustments to their
methodology.

13. 3

14. Question 4

15. The language areas to
assess were:
A Writing and speaking.
B Speaking and reading
C Listening and writing.
D Writing and reading.

16. The language areas to
assess were:
A Writing and speaking.
B Speaking and reading
C Listening and writing.
D Writing and reading.

17. 5

18. Question 5

19. One of the following is not
one of the abilities (Language
knowledge) to assess:
A Life ability
B In Grammar
C Using learning aids.
D Academic.

20. One of the following is not
one of the abilities (Language
knowledge) to assess:
A Life ability
B Grammar
C Using learning aids.
D Academic.

21. 6

22. Question 6

23. Four procedures were selected for
the assessment, those were a
portfolio, a test, 2 teacher’s
observations and:
A An interview.
B Student's journals.
C Self-assessment.
D A profile.

24. Four procedures were selected for
the assessment, those were a
portfolio, a test, 2 teacher’s
observations and:
A An interview.
B Student's journals.
C Self-assessment.
D A profile.

25. 7

26. Question 7

27. Multiple-
choice, completion, matching, cloze, ope
n-ended questions, questionnaires and
self-assessment were the ___________
selected:
A Procedures.
B Ways of administering.
C Purposes.
D Items and tasks.

28. Multiple-
choice, completion, matching, cloze, ope
n-ended questions, questionnaires and
self-assessment were the ___________
selected:
A Procedures.
B Ways of administering.
C Purposes.
D Items and tasks.

29. 8

30. Question 8

31. The results were reported,
mostly, in:
A ... An assessment conference.
B … Individual profiles .
C … Multimedia files.
D ...none of the above.

32. The results were reported,
mostly, in:
A ... An assessment conference.
B … individual profiles .
C … multimedia files.
D ...none of the above.

33. 8

34. Question 9

35. The assessment
conference was a way to:
A … Contextualize information.
B …. Synthesizing information.
C …. Summarizing information.
D … Assess assessment procedures.

36. The assessment conference
was a way to:
A … contextualize information.
B ….
C ….
D … assess assessment procedures.

37. 0.9

38. Question 10

39. During the assessment of assessment
procedures psychometric properties were
used to :
A Analyze the correlation among the procedures.
B Evaluate the instrumets used by teachers.
C Discuss the recommendations teachers made.
D Help to contextualize information.

40. During the assessment of
assessment procedures ..…was
used to analyze the corelation
among the procedures:
A … Psychometric properties.
B ……..
C … ____.
D … _____.

41. 0.11

42. Bonus Question

43. Although the main purpose of assessment is
to focus on language
knowledge, assessment did not learner´s
attitudes toward:
A … Language learning in general.
B … The language program and the text book.
C … The strategy used in language learning.
D … Learner´s attitudes toward the language program.

44. Although the main purpose of
assessment is to focus on language
knowledge, assessment did not
learner´s attitudes toward:
A … Language learning in general and
learner´s attitudes.
B … The language program and the text
book.
C … The strategy used in language learning.
D … Learner´s attitudes toward the language
program.

45. Assessment Model
Based on the
Multiplism Principle:
The components of
Evaluation

46. AREAS OF LANGUAGE KNOWLEDGE REQUIRED
Basic ability
Academic ability
“Life” ability
Ability to use learning aids
ASSESSMENT PROCEDURES
Test
Self – assessment
Teacher assessment
Portfolio
ASSESSMENT CONFERENCE
Profiles
Conclusions
Recommendations
Pedagogical Strategies

47. COMMENTS

48. THANK YOU